STUDENT HANDBOOK

2017-2018

M.S. in Counseling

Counselor Education Program School of Education and Human Development

University of Southern Maine 400 Bailey Hall

Gorham, ME 04038

www.usm.maine.edu/counselor-education

PREFACE

On behalf of the faculty and staff in the Counselor Education Program, we wish to extend to you a very special welcome to graduate study at the University of Southern Maine. The program has been preparing counselors for over 50 years. We hope that your pursuit of the M.S. in Counseling will be enjoyable and rewarding, as well as educational. This handbook was prepared to help you plan and complete your program. We hope it will answer your questions as you progress toward your degree. Some specific points may not be covered in this handbook and policies and procedures in the Program, School and University are continually changing. Therefore, it is important that you work closely with your advisor and the program office as you use this handbook. We are pleased that you have selected the University of Southern Maine to pursue your master’s degree. We hope that you will find it to be a positive experience and we wish you success. Counselor Education Faculty & Staff In complying with the letter and spirit of applicable laws and in pursuing its own goals of diversity, the University of Maine System shall not discriminate on the grounds of race, color, religion, sex, sexual orientation, national origin or citizenship status, age, disability, or veteran’s status in employment, education, and all other areas of the University. The University provides reasonable accommodations to qualified individuals with disabilities upon request. Questions and complaints about discrimination in any area of the University should be directed to the executive director, Office of Campus Diversity and Equity, 780-5094, TTY 780-5646. The University of Southern Maine reserves the right to revise, amend or change items set forth in this handbook from time to time. Accordingly readers of this handbook should inquire as to whether any such revisions, amendments or changes have been made since the date of publication. The University reserves the right to cancel course offerings, to set minimum and maximum size of classes, to change designated instructors in courses and to make decisions affecting the academic standing of anyone participating in a course or program offered by the University. Revised March 2017

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TABLE OF CONTENTS Academic Calendar 5 Times to Remember Throughout Your Program 5 Faculty & Staff Contact Information 5 General Information Overview and Mission, Program Objectives, and Curriculum Focus 6-7 Program Delivery 7 Mission & Philosophy of the Rehabilitation Counseling Concentration 7 Recruitment for Rehabilitation Counseling & Counselor Education 8 General Policies Academic Grade Appeal Policy 8 Advising Advice Sheets 9 Academic Support 9 Attestation – Code of Ethics 9 Background Checks and Fingerprinting 9 Campus Communication & Email Policy 10 Clinical Experiences 10 Continuous Enrollment and GRS 10 Counselor Preparation Comprehensive Examination (CPCE) 11 Course Descriptions 12 Course Registration – Using Maine Street 12 Course Registration – Priority for Wait Lists 13 Dual Degrees 13 Endorsement of Counselor Education Students 13 Enrollment of Undergraduate Students in Graduate Courses 13 Ongoing Evaluation of Student Competences and Professionalism (Dispositions) Evaluation Criteria 14 CAEP Dispositions 14 The Dispositional Rating Scale (Program Student Dispositional Evaluation 16 Evaluation, Remediation, and Withdrawal Policies

Routine Bi-Annual Evaluation of Student Progress 16 Qualitative Assessment of Students’ Counseling Skills 17

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Withdrawal from Program 17 Expertise in Family Systems 18 Expertise in Substance Abuse 19 Extramural Credit 19 Independent Study 19 Leave of Absence 19 Liability Insurance 20 National Certification, Examinations & Credentialing Certified Rehabilitation Counselor Examination (CRCE) 20 Maine Licensure 20 National Counselor Exam (NCE) 21 School Counselor Certification 21 Certified Alcohol & Drug Counselor 21 New Student Orientation 21 Personal Counseling 21 Petitions for Exceptions to Regulations 21 Portfolios 22 Praxis II School Guidance & Counseling Examination 22 Prior Experience 22 Professional Identity and Affiliation 22 Program Advisors 22 Program of Study 23 Program Requirements 23 Substitutions and Waivers 23 Tk20 – Online Data Management System 24 Thesis 24 Three-Year Schedule for Course Planning 24 Time Limits 24 Transfer Credits from another University 24 Transfer from Similar Programs at another University 24 Transfer between Specialty Areas within the Counselor Education Program 25

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USM Policy on Disposition of Written, Graded Material 25 USM Storm Line 25 Writing Style 25 Attestation – Code of Ethics Form 26 Student Acknowledgement of Receipt of Counselor Education Handbook 27

ACADEMIC CALENDAR The academic schedule can be viewed from: http://usm.maine.edu/reg/academiccalendar

TIMES TO REMEMBER THROUGHOUT YOUR PROGRAM

• Meet regularly with your advisor • Meet with your advisor the first semester of your program • Register for classes as soon as possible • Obtain a parking permit each year • Obtain professional liability insurance coverage prior to HCE 622, 627, 690/691, 692, and 686 • Hand in applications at the following deadlines

HCE 627 Group Counseling Practicum (pre-planning form): one year in advance HCE 690/691 Individual Counseling Practicum Seminar/Lab in the fall: December 1 of the previous fall HCE 690/691 Individual Counseling Practicum Seminar/Lab in the spring: April 1 of the previous spring HCE 686 Internship in Counselor Education in the fall: December 1 of the previous fall HCE 686 Internship in Counselor Education in the spring: April 1 of the previous spring HCE 686 Internship in Counselor Education in the summer: September 1 of the previous fall

• Apply for graduation by the first week of your last semester

FACULTY & STAFF CONTACT INFORMATION

Adele Baruch, Associate Professor 780-5317 adele.baruchrunyon@maine.edu Charles Bernacchio, Associate Professor 780-5319 charles.bernacchio@maine.edu Kerry Bertalan, Administrative Specialist CL2 780-5316 bertalan@maine.edu Mario De La Garza, Assistant Professor 780-5950 mario.delagarza.maine.edu Susan Jones, Clinical Lecturer 780-5221 susan.m.jones@maine.edu Bette Katsekas, Associate Professor 780-5578 bette.katsekas@maine.edu Melissa Rosenberg, Clinical Lecturer 780-5079 melissa.rosenberg@maine.edu Linda Evans, Field Placement Coordinator 780-5564 linda.evans@maine.edu (for School Counseling)

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Faculty bios are available online at the program’s website: http://www.usm.maine.edu/counselor-education/people

The Counselor Education Program is located on the fourth floor of Bailey Hall, Gorham campus. For general inquiries, send an e-mail to Kerry Bertalan, Administrative Specialist CL2, bertalan@maine.edu or (207) 780-5316. Fax: (207) 780-5315. Kerry is located in 8H Bailey Hall.

GENERAL INFORMATION

Overview and Mission

The basic belief of the USM Counselor Education program is that people often need assistance in addressing typical developmental transitions as well as difficult life situations. Mental health, rehabilitation, and school counselors are trained to help people with these challenges.

The M.S. in counseling degree prepares its graduates to act as facilitators of change in the lives of individuals at all developmental levels. By modeling high standards of professionalism and offering a foundation of knowledge, skills, self-awareness, and practice, the program prepares counselors of the highest quality to work in schools, mental health agencies, businesses, hospitals, rehabilitation organizations, private practice, and other settings. Students study human development and behavior, individual counseling theory, group theory and dynamics, research methodology, and psychological measurement and evaluation, in addition to courses in individual concentrations—school counseling, clinical mental health counseling, and rehabilitation counseling. The Mental Health Rehabilitation Technician/Community (MHRT/C) post-bachelor's certificate program may be taken independently of the master’s degree. The certificate of advanced study in counseling is a post-master’s program for current counselors who are interested in pursuing advanced coursework.

The primary mission of the counselor education program is to prepare counselors for ethical practice through high quality, nationally accredited graduate level training. The basic beliefs of the USM Counselor Education Program are (1) People often need assistance, including support and treatment, in addressing typical developmental transitions as well as difficult life situations. (2) Mental health, rehabilitation, and school counselors are trained to help people with these challenges. The program prepares its graduates to act as facilitators of change in the lives of individuals at all developmental levels. By modeling high standards of professionalism and offering a foundation of knowledge, skills, self-awareness, and practice, the program aspires to prepare counselors of the highest quality to work in schools, mental health agencies, businesses, hospitals, rehabilitation organizations, private practice, and other settings.

Program Objectives

Students in the Counselor Education Program will be able to competently:

• demonstrate knowledge of core curriculum.

• demonstrate an integration and application of their knowledge and skills in the concentration areas in counseling (school, clinical mental health, and rehabilitation).

• demonstrate knowledge and skills in addressing issues of diversity.

• apply individual and group counseling skills and techniques.

• reflect on their personal and professional strengths, weaknesses, abilities, and challenges to identify professional development needs.

• analyze and apply relevant technologies for the growth and practice of counseling and rehabilitation.

• apply ethical decision-making in counseling situations.

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• articulate how their professional identity is grounded in their personal identification with the standards and ethical practices of the counseling profession.

Curriculum Focus

Curriculum includes the core of counseling practice, concentrations and specialties (family systems and substance abuse). The clinical education component with practicum and internship placements provides a practice-based experience in settings locally and regionally throughout Maine.

The Master of Science in Counseling degree provides graduates with the counseling knowledge and skills used in school, clinical mental health, and rehabilitation settings. Students study human development and behavior, individual counseling theory, group theory and dynamics, research methodology, and psychological measurement and evaluation, in addition to courses in individual concentrations—school counseling, clinical mental health counseling, and rehabilitation counseling. The Mental Health Rehabilitation Technician/Community (MHRT/C) post-bachelor's certificate program may be taken independently of the master’s degree. The certificate of advanced study in counseling is a post-master’s program for current counselors who are interested in pursuing advanced coursework. Program Delivery Depending on the concentration, we offer distance education, face-to-face, or a combination of the two for course delivery. Course instruction includes a variety of teaching and learning strategies, depending on the nature of the course, such as lectures, group discussion (synchronous and asynchronous), in–class exercises, supervised case review, cooperative learning, service learning, guided practice, introspection and critical thinking. In addition to coursework, each student must successfully pass the Counselor Preparation Comprehensive Examination (CPCE).

Mission and Philosophy of the Rehabilitation Counseling Specialty The rehabilitation counseling specialty requires a total of fifty-four credit hours of coursework. The specialty is intended to promote quality rehabilitation services to persons with disabilities through the education of rehabilitation professionals, providing services to rehabilitation organizations, and sponsorship of rehabilitation-related research and training. The graduate program's primary goal is to help students acquire the basic foundation, knowledge, skills, and experiences necessary to enter the profession of rehabilitation counseling and practice effectively as rehabilitation counselors.

The concentration’s mission is to promote quality rehabilitation services to persons with disabilities by (1) preparing qualified rehabilitation professionals; (2) providing services to rehabilitation professionals and organizations; and (3) sponsoring rehabilitation-related research and training. This mission includes the following objectives:

To teach students the basic philosophic tenets underlying rehabilitation process and practice, specifically that: (1) all people have inherent value, resiliency, and capability and must be treated with the empathy, respect and dignity they deserve; (2) all citizens should have access to and opportunities for full societal participation with individuals and in settings of their choice; (3) persons with disabilities should be equal partners throughout the rehabilitation process; (4) rehabilitation should focus on societal, systems, and/or setting changes as much as individual adjustment; (5) the rehabilitation process should offer heightened hope, self-awareness, resources and skills as well as social inclusion and support and public education; and (6) rehabilitation students and professionals adhere to high quality, ethical practice and to the Code of Professional Ethics for Rehabilitation Counselors.

To provide practical knowledge and skills so that students become empathic, competent and ethical rehabilitation counselors in a wide variety of settings through the use of class and community experiences that acquaint students with rehabilitation philosophies, history, methods, and organizations; allow for sustained, direct instruction by individuals with disabilities, and offer varied, experiential and field-based learning in community rehabilitation settings.

To offer services, training and research to area rehabilitation agencies, consumer groups, and professional organizations through faculty and student service on local professional and consumer boards and committees, presenting at local and regional conferences, and providing local in-service training/consultations.

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Recruitment for Rehabilitation Counseling & Counselor Education

Our Rehabilitation Counseling concentration coordinator and other counseling faculty (School & Clinical Mental Health) conduct and maintain outreach and information dissemination about the Counselor Education (CED) program, especially providing program literature and brochures (including the CED website with instructions about admission requirements, application instructions and the deadlines for application submission). The counseling faculty facilitate monthly information meetings and conduct visits regionally to promote the Rehabilitation Counseling, School Counseling and Clinical Mental Health Counseling concentrations and to address questions prospective students have about the program. There are frequently asked questions with responses to guide students on applying for admission in addition to other questions relative to competency exams and qualifying for credentials that faculty have answered on the CED website. Other recruitment efforts are coordinated by the counseling faculty through the School of Education & Human Development’s administrative office and the Graduate School at the University of Southern Maine including open house event for graduate programs and doing outreach regionally and nationally at higher education recruitment events and professional conferences. The recruitment and retention standards and policies of the University of Southern Maine and Counselor Education within the School of Education & Human Development do not discriminate on the grounds of race, color, religion, sex, sexual orientation, including transgender status and gender expression, national origin, citizenship status, age, disability, genetic information or veterans’ status in employment, education, and all other programs and activities. Applications for admission to Counselor Education from members of groups which are traditionally underrepresented in the counseling profession are encouraged and welcomed. The following person has been designated to handle inquiries regarding non-discrimination policies: Director of Equity & Compliance, 209 Deering Avenue, Portland Campus, voice (207) 228-8304, TTY 771 (Maine Relay System).

GENERAL POLICIES

Academic Grade Appeal Policy

The purpose of the academic grade appeal policy is to provide a fair and speedy review of all student appeals of academic grades in graduate/professional programs at the University of Southern Maine; this policy will permit such appeals to be determined in a manner that reflects the interests of both the student and the instructor. The only matters reviewable under this policy are claims of prejudice on the part of an instructor in an academic exercise or activity for which a grade leading to academic credit is awarded and/or evident and prejudicial error in the administration or grading method used for any paper, examination, performance, or other exercise or activity for which a grade leading to academic credit is awarded, provided that the academic judgment used in determining the merits of the grade to be awarded to such exercise or activity shall not be reviewable.

An appeal under this policy shall be carried out according to the following procedures:

1. The student should present his or her claim, in writing, to the instructor involved and shall seek to have the matter resolved by the instructor. In no event shall there be a right of appeal hereunder for a claim presented to the instructor more than 30 days after a final grade is posted to the student’s record. The instructor must respond within 14 days of receiving the appeal.

2. If the student remains aggrieved by the decision of the instructor under step (1), he or she may, within 14 days after formal receipt of the instructor’s final decision, appeal, in writing, to the chairperson of the department or program director of the college in which the course or other exercise or activity is offered. The chairperson/program director must respond within 14 days of receiving the appeal.

3. If the student remains aggrieved by the decision of the chairperson or program director of the department under step (2), he or she may, within 14 days after formal receipt of the chairperson’s or program director’s final decision, appeal, in writing, to the dean of the college in which the course or other exercise or activity is offered.

4. The dean, after discussion with the student and instructor, may resolve the grievance by agreement or render a decision within 21 days of receipt of the written appeal. The decision may be (a) that the appeal be dismissed or (b) that a grade be changed or the student be allowed an opportunity to retake an examination or other exercise or (c) that another appropriate remedy be administered.

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5. The student or the instructor may, within 14 days of the receipt of the decision of the SEHD associate dean, appeal to the associate provost and dean of Graduate Studies in writing, stating the reason for the appeal and delivering a copy of the writing to the opposing party and the dean. The opposing party may, within 10 days of receipt of the reasons for appeal, reply in writing to the associate provost and dean of Graduate Studies. The associate provost and dean of Graduate Studies shall review the original claim, the written decision of the chairperson or program director and dean, and the written reasons for the appeal and reply. The associate provost and dean of Graduate Studies shall, within 28 days of receipt of the appeal and after reviewing the matter, prepare a written decision which shall uphold the decision of the chairperson, program director, or dean, or prescribe any other appropriate remedy. The associate provost and dean of Graduate Studies’ decision shall be final and not subject to further review. Copies of the decision of the associate provost and dean of Graduate Studies shall be delivered to the student, the instructor, and the chairperson or program director and dean. The total time for resolution from the first appeal to the final decision shall be less than 120 days. If a faculty member/administrator fails to address the appeal within the specified time frame, the student may take the appeal to the next level.

Appeals of Dismissal or Withdrawal. All appeals of dismissal or withdrawal must follow the appeals process defined by the program’s school or college. The dean of the school or college must be included in this process. Within 14 days following the student’s receipt, in writing, of the decision by the department/dean, the student may appeal in writing to the associate provost and dean of Graduate Studies. The decision of the associate provost/dean of Graduate Studies shall be rendered within three weeks and shall be final.

If a student withdraws or is withdrawn from the University during the first two weeks of the semester, there will be no courses or grades recorded. A student withdrawing or being withdrawn after the second week through the eighth week will receive a W grade for each course in which the student was enrolled. A student withdrawing or being withdrawn after the eighth week will receive regular grade designations as determined by the instructor(s). Under unusual circumstances, grades of W can be assigned after the eighth week if approved by the instructor and the director of the program, and with final approval of the associate provost and dean of Graduate Studies.

Advising Advice Sheets Since some courses are not offered all semesters, it will be important for you to carefully select one of the prepared plans of study on the Advising Advice Sheet for your particular specialty area. It is crucial to your success in the program that courses follow a logical sequence outlined in one of the plans of study. Advising advice sheets for each specialty area are found on the program website.

Academic Support If you need course adaptations or accommodations because of a disability, please contact the instructor as soon as possible. Also make an appointment with the Disability Service Center. The DSC office is located 242 Luther Bonney Hall on the Portland campus (780-4706; TTY (207) 780-4395; Fax (207) 780-4403; or https://usm.maine.edu/dsc. At any point in the semester, if you encounter difficulty with the course or feel you could be performing at a higher level, consult with the instructor. Students experience difficulty in courses for a variety of reasons. For problems with writing skills and time management, make an appointment to see a student tutor at The Learning Center, 253 Luther Bonney (780-4228) https://www.usm.maine.edu/learningcommons Help is also available through University Counseling Services, 105 Payson Smith, Portland campus (780-4050) and Upton Hall, Gorham campus (780-5180) https://www.usm.maine.edu/uhcs Attestation – Code of Ethics While in this program, students are considered to be acting as professional counselors. This means that they are responsible for knowing and abiding by the Code of Ethics of the American Counseling Association. The consequence for failure to comply with the ethical codes may be dismissal from the program. Students must review the 2014 ACA Code of Ethics http://www.counseling.org/Resources/aca-code-of-ethics.pdf and sign the attestation statement found in the back of this handbook.

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Background Checks and Fingerprinting Students who are pursuing professional licensure or certification, and/or who will be participating in clinical placements or practica, should be aware that their host facility may require a criminal background check, finger printing, or drug screening. In such situations, each student is responsible for obtaining and paying for the background check or other screening process and for delivering required documentation to the facility. Although the University will make reasonable efforts to place admitted students in internships, it will be up to the host facility to determine whether a student will be allowed to work at that facility. Students should further be aware that a criminal record may jeopardize licensure by the state certification body. Students may consult the certification body corresponding to their intended occupation for more details. Successful completion of a USM program does not guarantee licensure, certification, or employment in the relevant occupation. Campus Communication and E-mail USM uses email as an official and primary means of communication to all of its students, accepted and/or enrolled. In some cases, email may be the only form of communication. Official University assigned email accounts are created for all accepted and/or enrolled students usually in the form of FirstName.LastName@maine.edu. Students are responsible for reading all information sent to them via their University assigned email account. The University has the right to expect that such communications will be received and read in a timely fashion. It is imperative that students understand that a majority of University information will be communicated to them via their University assigned email account. Activate your UMS e-mail account at https://mail.maine.edu. The complete Email Communication Policy can be found online at http://usm.maine.edu/doit. While the University strongly advises that students not redirect email that is sent to their University email account, students may have their University email redirected from their official @maine.edu address to another email address, such as @hotmail.com or @gmail.com, but at their own risk. Having email redirected does not release a student from the responsibilities associated with the official communication sent to their @maine.edu account. Clinical Experiences The counseling faculty believes that the practicum and internship courses are among the most important experiences in our graduate program. Every effort will be made to enable students to have a range of experiences that will enhance their personal and career development. The practicum, required of all Counselor Education students, provides opportunities for students to demonstrate their counseling skills under close supervision in a laboratory setting. Clients should come from the environment in which the students are preparing to work. The primary goal of the practicum course is to develop the expertise of counselor trainees to do individual counseling in a professional setting. This is accomplished by helping a student combine her/his counseling skills and personality into an effective therapeutic style, while enhancing the student's growth as a person and as a professional counselor. The internship provides on the job experience under the supervision of a member of the counseling faculty and a qualified professional at the designated placement site. As a culmination of the graduate program, it provides an opportunity for the student to demonstrate the knowledge and skills gained over the entire program. Detailed information about clinical experiences is available on the web at http://www.usm.maine.edu/counselor-education/hce690691-individual-counseling-practicum and http://www.usm.maine.edu/counselor-education/hce-686-internship-counselor-education. Continuous Enrollment & GRS A matriculated graduate student must complete six (6) credit hours of coursework each year. A year begins on the date of matriculation. Continuous enrollment requires that every graduate student must either be enrolled in coursework (six credits per calendar year required), enrolled in GRS 602, or be on a formal leave of absence. See Leave of Absence” for the procedure. Failure to comply may result in “discontinuance” in the program.

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GRS 602 is a 1-credit* course that permits master's degree candidates registered for less than 6 credits to retain eligibility for financial aid, university-funded fellowships, scholarships, graduate assistantships, student health insurance, loan deferment, visa compliance, and access to university services, including USM computers, library, and recreational facilities. This course option is primarily intended for students who have completed coursework for the master's degree, but have not finished with the internship clock hours. Enrollment in GRS 602 requires completion of the GRS Enrollment Approval Form http://usm.maine.edu/grad/graduate-students-continuous-enrollment and faculty advisor or program chair approval. The program will forward the signed form to the Office of Graduate Studies.

Coursework included in a student's program of study taken at any university other than USM may satisfy the continuous enrollment requirement provided the student's advisor has approved the registration in advance and in writing. CPCE - Counselor Preparation Comprehensive Examination The CPCE is a required exam for all students enrolled in CACREP accredited counseling programs. The purpose of the CPCE is to assess students' knowledge of counseling information viewed as important by counselor preparation programs. Students cannot enroll in the internship until the CPCE is passed satisfactorily. Content and Pre-requisites The CPCE will cover the eight common-core areas as defined by the CACREP Standards for Preparation:

1. Human growth and development 2. Social and cultural foundations 3. Helping relationships 4. Group work 5. Career and lifestyle development 6. Appraisal 7. Research and program evaluation 8. Professional orientation and ethics

Prior to taking the CPCE, students should have completed the following courses:

HCE 500 Orientation to the Counseling Profession (or HCE 607, HCE 510, or HCE 640)

HCE 604 Career Development (or HCE 615) HCE 605 Psychological Measurement & Evaluation HCE 620 Fundamentals of Counseling Theories HCE 621 Fundamentals of Counseling Skills HCE 626 Group Process & Procedures HRD 668 Human Development HCE 612 Multicultural Counseling: Social & Cultural Foundations of Helping Diverse Families EDU 600 Research Methods & Techniques

Exam Format and Results The CPCE consists of 160 multiple-choice items, with 20 items in each of the eight CACREP areas. Of the 20 items per sub-test, 17 will be scored items and the remaining 3 will be pretest items that are not identified to the student. Pretesting allows the test publisher to select items for future test construction that have the most desirable psychometric attributes. Students will be allowed four hours to complete the examination, including the demographic questionnaire. Students who are registered with the Disability Services Center may work with the Office of Academic Assessment for accommodations. Students who are not native English speakers may choose to work with their faculty advisor for accommodations. Students who are at a significant geographic distance from the USM campus may work with their faculty advisor and the Academic Assessment Office regarding options for testing locations. Scores for each sub-test and a total score will be reported to the Counselor Education Program for each student. USM Counselor Education faculty will be responsible for determining minimum passing total scores. Results are typically available three weeks after the date of the administration.

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Cost and Exam Dates The cost of the CPCE is $45.00 per student. Each student will be responsible for the cost of the examination and any subsequent retake of the examination. The CPCE will be offered three times a year:

Examination Date (1st Friday) Application Deadline Date April March 1 August July 1 December November 1

Registration Process: Students must submit a CPCE registration form to the Office of Academic Assessment (OAA) by the above application deadlines. The OAA office will then submit names to the national Center for Credentialing & Education (CCE) office. The OAA office will coordinate with CCE, and send a notice to USM students which will consist of instructions on registering for the CPCE electronic test. Students register online and pay their fees online. The USM Portland test site is the preferred location. However, distance students will be able to select an approved Pearson VUE test site that is closest to their home address. Note: This is the brief version of how students will register for the electronic version of the CPCE. Passing the CPCE A student may pass the CPCE in two ways:

1) by receiving a passing total score on a given administration, or 2) by passing all sub-tests within three administrations.

Students will initially be given two opportunities to pass the CPCE. If students fail to receive a passing total score on the first attempt, they must retake the exam a second time. On their second attempt students must receive either a passing total score, or pass all subtests failed on the first administration. Failing the CPCE If a student fails to pass the CPCE on the second attempt, the student will be given two options. The student must submit a written request for the selected option to the student’s advisor. It is important that the student inform the program of the preferred option within fourteen (14) days of being notified of failed scores. Option 1 – Retake CPCE A student may choose to re-take the CPCE for the third time. If students fail to obtain a passing total score, or fail to pass all sub-tests previously failed, they will be terminated from the program. Option 2 – Retaking Courses Students may choose to re-take courses reflective of all failed sub-tests from the CPCE. It is imperative that students pass all the courses. (A passing grade is a grade of B- or better.) The students have a calendar year to complete the necessary courses. Failing any of the required courses will result in termination from the program. Course Descriptions Course descriptions are now published online under the “Course List” section on the program website: http://www.usm.maine.edu/counselor-education/course-list. To view the current or past catalogs go to: http://www.usm.maine.edu/catalogs Course Registration – Using MaineStreet MaineStreet is your access to student registration and records. Follow the following quick instructions: 1. Go to the USM homepage (http://www.usm.maine.edu) and click on “MaineStreet” under Quick Links. 2. Log in to MaineStreet. If you’ve never logged into MaineStreet or don’t know what your ID and password are, click on “Accepted Students and Current Students” under “To Learn How to Login.” 3. Once in MaineStreet, you can search for classes and register. For a step-by-step instruction booklet, log on to MaineStreet and click on “Links to all student self-service training guides.” If you have trouble with your password, please call the USM Help Desk at 780-4029.

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Course Registration – Priority for Wait Lists When a course fills to capacity, the program will maintain a wait list. The wait list will be prioritized as follows:

1. Matriculated M.S. and CAS counseling students 2. Matriculated SPY (if program requirement) 3. CEHD matriculated graduate students 4. Alumni who are taking courses for school counseling certification or LCPC licensure 5. USM matriculated graduate students 6. Non-alumni taking courses for certification or licensure. 7. Students who are matriculated at another graduate counseling program (i.e. Orono/Husson). 8. Potential applicants

Dual Degrees Occasionally, students in the School of Education and Human Development wish to pursue dual graduate degrees. The policy for pursuing dual degrees includes the following criteria: 1. Students in one graduate program may take a concentration in another graduate program within the School of Education and Human Development. The number of credits required for the concentration will be determined by the student's degree program. 2. If the student chooses to apply for another degree program, the applicant must meet all admission requirements and be accepted according to the admissions credit of each program. 3. When admitted to the new program, all credits from the concentration in the previous program will be applied to the credit requirements of the new degree, in accordance with levels of acceptable performance determined by the program. 4. The student must satisfy all credit and credentialing requirements of the new program. 5. Upon completion of both programs, the student will have been granted two separate masters degrees. Endorsement of Counselor Education Students Students who have successfully completed all requirements for the Master of Science degree in school, clinical mental health, and rehabilitation counseling will receive full endorsement in the area of specialization by the faculty of the program. The following endorsement includes: recommendation for certification and/or licensure, as well as employment for those students successfully completing the program (by request). The students will receive formal program endorsement only in that program for which they have met all training requirements. Successful completion of a program means completion of all didactic and experiential coursework, including practicum and internship, and marked by performance proficient to ensure the candidate possesses the minimum skills and competencies necessary for ethical provision of services to clients in the setting for which endorsement is made. Completion of all requirements means that the individual has completed the 54 credit hour (rehabilitation), 60 credit hour (school), or the 63 credit hour (clinical mental health) masters degree. In those cases when an individual with an appropriate graduate degree takes courses for licensure or certification, completion of all specified coursework identified by the faculty must be accomplished with at least a 3.0 (B average), with no grade lower than a B in the Practicum or Internship. Enrollment of Undergraduate Students in Graduate Courses

1. An undergraduate student may be permitted to enroll in graduate courses if the following conditions are met: 2. The student is a junior or senior in an approved undergraduate program. 3. The student has an earned GPA of 3.0. 4. The student has met all course prerequisites or programmatic restrictions. 5. The student has received prior approval to enroll in the course from his/her advisor, course instructor and

SEHD chairperson. 6. The student is not displacing a graduate student in the course; that is, an undergraduate student may enroll in

a course only after all qualified graduate students have had an opportunity to enroll in the course. 7. The student may not enroll in courses that are restricted to matriculated graduate students only.

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Ongoing Evaluation of Student Competence and Professionalism (Dispositions)

Evaluation Criteria1

Effective and competent counselors demonstrate professionalism, ethical decision making and practice, reflexivity, self-awareness, and multiculturally informed counseling skills. Students completing a master’s degree in counseling are evaluated based on academic, clinical, and professional (referred to as “dispositions” by CAEP (Council for the Accreditation of Educator Preparation) criteria. The professional and non-academic criteria or dispositions are the unique set of skills and behaviors relevant to the profession of counseling including the need for students to always act professionally in the classroom, at their fieldwork sites, and in any public space in which they may be observed by their clients, students, or other professionals or stake holders. The School of Education and Human Development (SEHD) has a set of Professional Conduct Standards that can provide you guidance on our expectations. These skills and behaviors are essential for you to be successful in courses and your career as a professional counselor. 1Thanks to Syracuse University’s counseling program for kindly sharing their dispositional evaluation plan with us. All professions require above average skills in some area. For entrance into the counseling profession, students must be able to demonstrate above average interpersonal and intrapersonal skill. Whatever global term you prefer, the following are some of the skills that will be assessed by the faculty on a regular basis.

o Ability to be both positive and cooperative o Ability to emphasize with others o Ability to be aware of one’s impact on others o Ability to be flexible o Ability to accept and use feedback o Ability to motivate oneself o Ability to learn from experience o Ability to deal with frustration o Ability to deal with conflict o Ability to express feelings effectively and appropriately o Ability to take responsibility for oneself o Ability to demonstrate self-knowledge, self-acceptance, and emotional stability o Ability to be culturally sensitive o Ability to demonstrate professional ethical behavior at all times

In addition to the above, incoming students must realize that they will be challenged to grow personally as they move through the counselor training program. Ours is a profession that utilizes interpersonal and intrapersonal strengths to perform professional duties. Students must be willing to look at themselves closely when they face challenges in the program. Though we plan that personal growth will occur throughout the program, courses such as counseling skills, and both practicum and internship are especially likely to stimulate personal reflection. Because of this, these are often referenced as particularly rewarding curricular experiences by students. CAEP Dispositions CAEP requires that all persons seeking teacher certification (including those seeking certification in school counseling) demonstrate certain “dispositions” (based on CAEP dispositions). There are five such dispositions. Note: While CAEP dispositions were developed with K-12 settings in mind, our Program views them as appropriate in spirit for all counseling master’s concentrations. Therefore, these are added as areas of assessment by the counseling faculty.

1. Demonstrates a clear and consistent commitment to the development of personal maturity, as characterized by:

o Accepting responsibility for one’s words and actions o Maintaining positive attitudes o Cultivating self-confidence

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o Exhibiting humility o Being reliable and trustworthy o Budgeting time and effort appropriately o Understanding social and workplace etiquette o Displaying sound judgment o Being honest and acting with integrity o Respecting oneself and treating others with respect o Considering the ideas and perspectives of others with an open mind

2. Demonstrates a clear and consistent commitment to one’s own professional growth and accountability, as

characterized by: o Showing one’s own intellectual curiosity by creating opportunities for study, discovery, problem

solving, and inquiry-based learning related to one’s practice o Showing a positive and enthusiastic attitude toward one’s own learning o Seeking, accepting and acting on constructive feedback o Setting goals for one’s own exceptional performance o Accepting responsibility for student/client outcomes o Evaluating oneself toward continuous improvement in practice o Monitoring and adjusting one’s actions based on reflective practices

3. Demonstrates a clear and consistent commitment to diversity and equity, as characterized by:

o Respecting the dignity of all others o Appreciating and incorporating diverse cultural perspectives o Exhibiting fairness toward all others o Advocating for learners/clients as needed o Supporting every learner’s/client’s success, grounded in a belief that all will learn and thrive o Maintaining high expectations for all learners/clients o Conducting oneself in a caring and empathic manner towards others o Creating an environment where there is respect for individual differences

4. Demonstrates a clear and consistent commitment to subject matter excellence, as characterized by:

o Reflecting on and critically examining issues and practices related to curriculum and instruction of one’s subject area

o Expanding one’s knowledge of subject area or expertise related to professional practice o Critically examining systems, policies, and procedures related to one’s subject area o Showing a positive and enthusiastic attitude toward the subject area for which one is seen as an

authority.

5. Demonstrates a clear and consistent commitment to professional ethics and integrity, professional standards of practice, and the profession at-large, as characterized by:

o Adhering to the School of Education & Human Development’s Code of Professional Conduct o Understanding and following the code of ethics set within one’s profession o Understanding and meeting expectations of confidentiality o Displaying professional demeanor across professional contexts o Promoting exemplary practice among colleagues and in one’s school or workplace o Collaborating with colleagues, parents and community members to enhance learners’/clients’

opportunities, to solve problems, and to work toward the success of all learners/clients o Taking the initiative to question issues of importance to one’s school and/or the profession o Understanding the importance of being involved in the school community o Communicating in ways that inform, inspire, and lead others in regard to educational issues

The Disposition Rating Scale The Disposition Rating Scale reflects a particular understanding of the nature of dispositions and the process by which they develop. First, dispositions reflect values that are important to a profession. Second, they require more than merely “understanding” or professing a commitment to those values: They are demonstrated by how one acts and the attitudes one displays in action. Third, they can be reflected in either negative or positive ways; that is, evidence can suggest marked inconsistency with the values of a disposition, or evidence can suggest a commitment to those values.

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Program Student Dispositional Evaluation

The Counselor Education Program faculty meets during every semester (or as necessary) to evaluate the program progress of each matriculated student. Input is obtained from faculty (including clinical and adjunct faculty) concerning each student’s academic and clinical performance, along with the student’s demonstration of professionalism and ethical conduct. Each student’s progress is rated on a scale from 1 to 5:

5. No Concerns. Student is progressing in her/his program. 4. Minor Concerns. Potential issues will be monitored by faculty over the subsequent semester. The advisor

may meet with the student to discuss faculty concerns, and the student’s progress will be reviewed during the next end of semester meeting.

3. Moderate Concerns. A student programmatic Remediation form will be completed and the student’s advisor, and other faculty as appropriate, will schedule an appointment with the student to discuss faculty concerns. Subsequent to meeting with their advisor, students will be asked to send an email to their advisor indicating their understanding of the concerns. The advisor will respond to the student’s email confirming and/or clarifying the student’s response to ensure that the student clearly understood the faculty’s concerns. The student’s improvement (or lack of such) will be evaluated during the next end of semester meeting.

2. Major Concerns. Faculty will clearly identify problematic areas that need to be addressed by the student. The student will work with their advisor, and as appropriate other faculty members, to develop programmatic remediation plan. The written remediation plan needs to be approved by the entire full-time faculty and signed by the student. The program remediation plan will include specific target behaviors that the student needs to address, specific activities in which the student will engage to address those behaviors, an evaluation plan, consequences for not completing the plan, and a timeline. The program remediation plan will also indicate any course restrictions that the student may have during the program remediation period. (For example, the remediation plan may restrict the student from enrolling in specific classes such as practicum or internship.)

1. Program Suspension or Termination. If the faculty determines that the student has committed a serious ethical or professional violation, or the student is impaired, the student may be immediately suspended or terminated from the program. Faculty representatives will meet with the student to outline the issues. Faculty concerns along with the decision to suspend or terminate the student will be provided to the student in writing. In this situation, the student retains their right to appeal the faculty decision using the standard procedures within the School of Education and Human Development and University.

Evaluation, Remediation and Withdrawal Policies ▪ Routine Bi-Annual Evaluation of Student Progress

Student progress is assessed bi-annually at faculty meetings in October and February. The standard for satisfactory performance is regular progress through the program. Students can assume that their performance is satisfactory – and that they are in good standing in the program – if they receive no written notification to the contrary after the bi-annual review. Student successes will also be noted at the bi-annual evaluation.

If, in the bi-annual review, the faculty determines any deficiency in a student’s progress or performance of knowledge, skills, or dispositions, the advisor will inform the student verbally and in writing. The advisor will describe the deficiency and its consequences to the student. The consequences are determined on a case by case basis, but there are three possibilities:

1. If the deficiency is determined to be minor and easily remediable, the student remains in good standing. The student is required to pursue a course of action, monitored by the advisor.

2. If the deficiency is due to the student not meeting USM’s standard for adequate academic progress (i.e., grade of F or GPA below 3.0), the student will be placed on probation. The student will be notified in writing by the Dean of Graduate Studies. The student is considered not in good standing and will be on probation until the terms are met. The notification will state the deficiency and what is required to remediate the deficiency, and specify a timeframe for completion. A copy of this letter will be placed in the student’s program file. The student should meet with his or her advisor to discuss the terms. The advisor will monitor the student’s progress.

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3. If the terms of the probation have been met, the student is placed in good standing and removed

from probation. This decision will be communicated, in writing, by the Office of Graduate Studies to the student and a copy is placed in the student’s program file. If the terms of the probation are not met within the specified time period, the student will be withdrawn from the program. A copy of the student’s notification will be forwarded to the program.

The faculty could determine the academic or professional deficiency to be so substantial as not to warrant remediation but rather a withdrawal from the program. This is described in the section, “Withdrawal from the Program” below.

▪ Qualitative Assessment of Students’ Counseling Skills

Although many courses in the Counselor Education program rely on content knowledge and demonstration of skills through projects, several of the courses are what we refer to as Skill Intensive. Such courses are designed to help students develop critical skills that will be needed and applied in higher level courses, or more importantly, in their future work as professional counselors. Students are regularly engaged in hands-on opportunities in these courses so that they are initially introduced to new skills, then they gradually move toward further refinement of those skills. Learning experiences in such courses often include skill-based assignments, checklists and protocols, journaling, observations, and individualized critique of student work. Learning activities are carefully sequenced and students are provided with regular feedback to foster growth and development. These classes will also regularly involve small group role-playing and peer feedback activities. Assessment in these skill-intensive courses is usually more qualitative, as it focuses primarily on levels of attainment, depth of reflection and understanding, and overall facility in the use of the counseling skills. The final grade is determined by qualitatively assessing the student’s appropriate use of counseling micro-skills and the facility with which those skills are used in an integrated way to create an emerging counseling style that is facilitative and helpful. These skills should also reflect the statements students have made in their papers about their philosophical and/or theoretical frameworks.

A grade of A means that the student has performed at an outstanding level of skill, integration, and competence. The instructor has full confidence that the student has mastered the essential skills so that he or she is ready to practice those skills at the next developmental level in the program. A grade of B means that the student has sufficiently and satisfactorily performed the required skills, but is still experiencing challenges that need attention and/or refinement. The B grade may also reflect a need for a deeper understanding of the counseling process, a greater awareness of self in the counseling process, and/or deeper reflection and insight about the needs of those being counseled. A grade of B means the student is doing good work, and it should not be considered a poor grade for this course.

A grade of C means that the student has done the required work for the course but his or her skills are not at an obvious level of minimum competence and/or he or she is difficulty fully integrating those skills according to the standards of the profession. Students receiving a grade of C in the Counseling Skills course may not proceed into the Practicum classes. The course must be repeated. ▪ Withdrawal from the Program A withdrawal of a student represents a determination by the faculty that the student has not demonstrated an expected level of performance in academic work (including clinical work) or in other critical areas of professional conduct and that the student is not to be given an opportunity (or an additional opportunity) to remediate the deficiency. Withdrawal may follow a period of probation, but it does not have to. Rules regarding withdrawal of a student from the program include the following: The withdrawal discussion is confidential. The student may, but is not required to, appear before the faculty or provide the faculty with a written statement, or both. Any oral or written statement is expected to focus solely on the behavior at issue.

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Performance standards on which a withdrawal could be based are found in a variety of sources: internal program documents include course syllabi, practicum and internship criteria, and comprehensive examination standards. Documents external to the program include ACA’s 2014 Code of Ethics, university regulations concerning academic misconduct, and Federal regulations regarding the conduct of research with human subjects, as administered by the USM Institutional Review Board. Documents external to the program, being subject to change at any time, always supersede internal documents when there are discrepancies between them. The withdrawal recommendation is made by the faculty as a whole on a majority vote, based on examination of evidence. If the faculty’s decision is in favor of withdrawal, the recommendation to withdraw the student is communicated, in writing, to the student by the Dean of Graduate Studies.

The following describes three circumstances that might be the basis for withdrawal: 1. Failure to maintain minimum academic standards. Students are placed on academic probation

whenever their cumulative graduate GPA drops below 3.0. Students on academic probation have one semester to raise the graduate GPA to 3.0 or above. Students in the program may also be placed on program probation. Permission to enroll while on program probation is determined by the faculty on a case by case basis. No grades of Incomplete may accrue while a student is on probation, and Incompletes received prior to the probationary period must be completed by the end of the probationary period. Students on probation may not participate in practicum, internship, or any other clinical experience. Registration for any such clinical experience is contingent upon maintaining a GPA of 3.0 or above.

2. Unethical or unprofessional conduct. Students are referred to ACA’s 2014 Code of Ethics, as well as to university regulations concerning academic misconduct and Federal regulations regarding the conduct of research with human subjects, as administered by USM Institutional Review Board. Substantial violation of any of these documents or other applicable professional standards, as determined by the faculty, may result in dismissal from the program. As noted above, documents external to the program, being subject to change at any time, always supersede internal documents when there are discrepancies between them. 3. Behavior that interferes (or potentially interferes) with training or threaten client welfare. Student conduct that, in the opinion of faculty, obstructs or threatens the training of fellow students or the welfare of clients, students, faculty, or supervisors may result in student withdrawal from the program.

Expertise in Family Counseling For those persons interested in working in the area of family systems, the counselor education program offers coursework with a focus on counseling families, and in incorporating systemic perspectives even when counseling individuals. This area is available for masters and CAS student. The following courses are required for this area of expertise: HCE 650 Basic Concepts in Couple and Family Counseling HCE 670 Application of Family Systems Theories HCE 686 Internship in Counselor Education (3 credits, 300 hours focused on family counseling that is supervised by a supervisor trained in family systems approaches)

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Expertise in Substance Abuse

For those persons interested in working in the area of substance abuse, the program offers coursework which enables students to obtain an expertise in substance abuse counseling within their master’s degree. Students who complete this certificate as part of their master’s degree meet all academic requirements necessary to become a licensed alcohol and drug counselor (LADC) in Maine. The following courses are required for the certificate: HCE 642 Perspectives in Chemical Dependency HCE 643 Psychopharmocology Substance-Related Disorders & Integrated Co-Occurring Treatment HCE 644 Crisis Intervention HCE 650 Basic Concepts in Couple and Family Counseling HCE 686 Internship in Counselor Education (6 credits, 600 hours in an in-patient/out-patient substance abuse facility) Extramural Credit A graduate student in the program may arrange to take coursework at another accredited institution. http://usm.maine.edu/sites/default/files/cahs/USMPriorApprovalForm.pdf This work may be taken at any accredited institution providing the following conditions are met: 1. PRIOR TO REGISTRATION, the student must obtain the proper form from the Registrar's Office, consult with her/his advisor, complete the form and submit it to the Program Coordinator for approval. 2. The Program Coordinator then must file the request with the Graduate Admissions Office. 3. A grade of "B" or better must be received for the coursework. 4. Extramural credit cannot be approved for: (1) courses which would not have received graduate credit if taken at USM; (2) courses which are inappropriate for inclusion into the student's program of study; and (3) courses in which a grade lower than "B" was received. No more more than six (6) credit hours will be approved for extramural credit. 5. USM School of Education graduate courses, approved for delivery through another University of Maine campus, will not be considered as part of the six (6) credit hour limit in the extramural credit policy. Yet, permission must be obtained from your advisor prior to registration for a UM course. It is the student's responsibility to have an official transcript forwarded to the program office upon completion of the UM course so that the final grade will be transferred to the student's official USM transcript. 6. At least one field experience course must be taken at USM prior to the Internship. APPROVAL FOR EXTRAMURAL CREDIT MUST BE COMPLETED PRIOR TO REGISTRATION! Independent Study Independent studies are available for students who wish to explore content knowledge and skills that are not part of the existing curriculum. Independent study projects cannot exceed six credit hours. Only matriculated students or those who have USM-approved programs of study for licensure or certification may enroll in independent study. Independent study must be approved by the supervisory faculty member, advisor, and the Program Coordinator. Approval forms are available from: http://usm.maine.edu/sites/default/files/counselor-education/HCE699_ proposalform.pdf Leave of Absence In extenuating circumstances, students may petition for exception to the continuous enrollment policy. Students should submit the request, in writing, to their advisor for faculty action. The request should contain an explanation for such a request and the estimated semester when enrollment will be resumed.

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Liability Insurance Students are required to obtain professional liability insurance when enrolled in the following courses: HCE 622 Counseling Children and Adolescents HCE 627 Group Counseling HCE 690/691 Individual Counseling Practicum Seminar/Laboratory HCE 692 Advanced Individual Practicum HCE 686 Internship in Counselor Education A copy of the insurance binder should be forwarded to the Student Affairs Office ( 8 Bailey Hall) prior to the first class meeting. Students cannot begin seeing clients until the binder is on file. Some suggested sources for this insurance are:

American Counseling Association Student Liability The American Counseling Association Insurance Trust, Inc. has partnered with Healthcare Provider Service Organization (HPSO) to provide a comprehensive professional liability insurance program. Liability (malpractice) insurance is included with membership for ACA master’s level students. http://www.counseling.org/Students

American School Counselor Association Liability Insurance The ASCA insurance program, National Professional Group, is backed by Lloyd’s of London. Lloyd’s affordable coverage for school counselors is included with membership. For membership information: ASCA For insurance information: ASCA-insurance online National Rehabilitation Association The National Rehabilitation Association has partnered with Healthcare Provider Service Organization (HPSO). NRA Student Membership HPSO liability insurance American Professional Agency Inc. Call 1-800-421-6694 or 1-631-691-6400 The costs quoted for each policy consist of $1 million per incident and $3 million aggregate. You may choose a lesser amount which may reduce your costs. If you have questions regarding this requirement, please contact your advisor. Once you have obtained the insurance, please forward your insurance binder to: Kerry Bertalan, HRD, 400 Bailey Hall, Gorham, ME 04038. FAX: (207) 780-5043 CPH & Associates Student rate: $25/year They are endorsed by the American Mental Health Counselor Association and do not require association membership to be eligible for the coverage. www.cphins.com

National Certification, Examinations & Credentialing

Certified Rehabilitation Counselor Examination (CRCE) – Students who earn a master’s degree in rehabilitation counseling from USM are eligible to take a national exam that qualifies them as Certified Rehabilitation Counselors (CRC). For more information on CRC exam, go to: http://www.crccertification.com Rehabilitation counseling students are also eligible for state certification as Mental Health Rehabilitation Technician (MHRT/Community). And, graduates are eligible to sit for the National Counselor Examination (NCE) and prepared to be licensed as a professional counselor (LPC and LCPC) in Maine (with additional coursework and field experience).

Maine Licensure - Students who earn a master’s degree from USM’s CACREP-accredited clinical mental health counseling concentration automatically meet the educational requirements for licensure in the State of Maine as a clinical professional counselor (LCPC). Students in the school counseling concentration meet the educational requirements for the LPC, but must take additional coursework and field experience to qualify for the LCPC. Students are encouraged to request an application packet from the state where they intend to work and in which they would like to be licensed at least 3 months prior to their graduation from USM. Students who familiarize themselves with the requirements for licensure will be in a better position to seek employment and obtain licensure in a timely manner.

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National Counselor Exam (NCE) – Being a Nationally Certified Counselor (NCC) by the National Board of Certified Counselors (NBCC) means that you have been assessed for having the minimal knowledge of counseling information and skills viewed as important for providing appropriate counseling services. Students who are within 6 months of graduation from a CACREP-accredited program at USM may apply for and take the NCE on campus. More information about the benefits of this certification can be found on the NBCC web site. http://www.nbcc.org/ School Counselor Certification – In order to practice school counseling, individuals need to meet the requirements for certification as a school counselor in the state in which they will be working. Students who earn a master’s degree in school counseling from USM are eligible for certification from the Maine Department of Education as a Professional School Counselor, levels K-12. Certified graduates are qualified to become employed in elementary, middle, and secondary schools in Maine. In addition, graduates are eligible to sit for the National Counselor Examination (NCE) and prepared to be licensed as a professional counselor (LPC or LCPC) in Maine (if all other coursework and clinical requirements are met).

Certified Alcohol & Drug Counselor – "Certified alcohol and drug counselor" means an individual who provides individual or group alcohol and drug counseling services unaided and who meets the criteria established in section 6214-C. A certified alcohol and drug counselor may not engage in independent or private practice. All work performed must be under the supervision of a certified clinical supervisor within an agency." An application must submit evidence of an associate degree or higher from an institution of higher education that has been accredited by a regional institutional accrediting agency or a national institutional or specialized accrediting body recognized by the U.S. Secretary of Education. The degree shall be in clinically based behavioral sciences or addiction counseling, or in one of the following related fields: social and behavioral sciences; social work; counseling; childhood development; education and human development; mental health and human services; nursing; psychology; psychology/educational psychology; or rehabilitation services. An applicant who has received a Substance Abuse Rehabilitation Technician Certificate from the University of Maine at Augusta or a Mental Health Rehabilitation Technician Certificate (MHRT/Community) from the University of Maine at Augusta or the University of Southern Maine shall be deemed to have met the requirements of this subsection.

More information about the requirements and process for applying to qualify for the CADC can be found at- http://www.maine.gov/pfr/professionallicensing/professions/alcohol/certified_counselor.html

New Student Orientation Each academic year (following admissions), an orientation for new students is available online. The aim of the orientation is to provide an overview of the school/university, its’ policies, procedures, and resources. Personal Counseling Students in the Counselor Education program are strongly encouraged to engage in their own personal counseling and related growth experiences, using multiple ways of exploring their strengths and challenges, needs and values, and other individual issues and experiences. Participating in personal counseling can provide insights about both the counseling process and the unique contributions that each individual brings to that process. The University Health & Counseling Services (UHCS) has qualified counselors and psychologists who provide confidential counseling services on all three campuses to students taking six or more credits. UHCS also has a professional counselor who serves as a multicultural specialist. Go to http://www.usm.maine.edu/uhcs to obtain more information about the Counseling Services and how to take advantage of this service. Petitions for Exceptions to Regulations A student has the privilege of petitioning for exceptions to the regulations to the department faculty by submitting in writing convincing evidence that the exception is needed and warranted. A petition is to be submitted to the Program Coordinator who will notify the student when the faculty will review the request. The student has the right to be present during the review of the request. A student wishing to appeal a decision by the program faculty may do so by contacting the Program Coordinator or SEHD Chairperson.

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Portfolios All concentrations use a portfolio to engage students in a process of collecting, reflecting upon, and refining a compilation of materials and personal statements that synthesize the knowledge, skills, and dispositions that help to comprise their professional identities. A scoring rubric is used for assessing the various components of the portfolio. The portfolios are introduced in the HCE 500 Orientation to the Counseling Profession course and HCE 510 Introduction to Rehabilitation Counseling and Services. School counseling portfolios are reviewed in the HCE 607, HCE 609, and HCE 686 classes. The clinical mental health counseling portfolios are review in the HCE 640, and HCE 686 classes. The rehabilitation counseling portfolios are reviewed in HCE 686. A final presentation of the professional portfolio is one of the culminating activities in the Internship Seminar. For more information on the school counseling portfolio, go to: http://www.usm.maine.edu/sites/default/files/counselor-education/School_Counselor_Portfolio.pdf For more information on the clinical mental health portfolio, go to: http://www.usm.maine.edu/sites/default/files/counselor-education/Guidelines_for_Clinical_M_Portfolio.pdf PRAXIS II School Guidance and Counseling Exam To be certified as a professional school counselor, students must successfully complete the Praxis II School Guidance and Counseling exam. For information: http://www.ets.org Prior Experience Students entering the Counselor Education masters program frequently have had work experience in the field. It is the department's policy to recognize this work experience through its inclusion, in digested form, in the student's graduate file and personal portfolio. The development of such a digest or portfolio may occur as part of coursework or in conjunction with an advisor. On the basis of this analysis of a student's prior work and life experiences, a student may request a waiver of some required courses. This is most often done after matriculation with the advice and counsel of a faculty advisor. However, equivalency credit requests (graduate credit for life experiences) will not be entertained or granted. Coursework that is waived must be replaced with elective credits. Professional Identity and Affiliation Matriculated students in the counselor education program are urged to consider affiliation with the professional association and its divisions serving the counseling profession. The organization is the AMERICAN COUNSELING ASSOCIATION (ACA) and its various divisions. Benefits of membership include receiving the professional journal(s) published by ACA, identification with current professional issues, opportunity to attend state, regional, and national meetings, and professional liability insurance. The student membership in ACA is available at a reduced membership cost. Applications require a faculty member's endorsement and are available in the department office, 400 Bailey Hall. Students are also encouraged to join the Maine Counseling Association and its school counseling, mental health affiliates, career, and group work. Rehabilitation counseling graduate students have several national options for student membership in NRCA, ARCA and NCRE which are all representing the rehabilitation counseling profession. Interested students can contact Dr. Bernacchio for more guidance.

Program Advisors Upon admission to the Counselor Education Program, each student is assigned a faculty advisor. The role of the faculty advisor is to sustain a working relationship with the advisee (student) through the duration of the student’s plan of study. The advising process entails the following:

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• A group orientation meeting will be held for new students. All new students are strongly encouraged to attend.

• The advisee is expected to schedule a meeting with his/her advisor early in the first semester of enrollment to plan the student’s courses in the appropriate sequence.

• It is the responsibility of the advisee to maintain regular contact with his/her faculty advisor. These regular meetings are recommended to determine needs, suggest improvements, update program plan, and develop clinical experience possibilities.

Program of Study The program of study is an outline of all academic work to be undertaken by a graduate student and includes all required and elective courses taken while enrolled. It is planned by the student and her/his advisor as early as possible in the student's course of study. Program sheets can be found in the handbook appendices or from http://www.usm.maine.edu/counselor-education/program-forms. These forms should be completed in duplicate with the original being placed in the student's file. Minor changes may be made by the student with approval from his/her advisor. Program Requirements - Counselor Education Program 1. Completion of the minimum of 54 credit hours for rehabilitation counseling students and 60-63 credit hours for school and clinical mental health counseling students. Credits toward graduation are given only for graduate level courses (numbered 500 or above at USM). All courses completed must be passed with a minimum of "C". However, no graduate student will be allowed to apply more than six (6) hours of "C" grades and must attain a 3.0 GPA at graduation. 2. In any semester in which the cumulative GPA falls below 3.0 (B average), the student will be placed on academic probation and must bring the cumulative GPA to 3.0 level within 9 credit hours or will be withdrawn from the program and must apply for readmission (see Evaluation, Remediation, and Dismissal Policies). 3. No student will be allowed to apply more than six (6) hours of "C" grades toward graduation. A "C" grade in HCE 621 Fundamentals of Counseling Skills, HCE 627 Group Counseling Practicum, HCE 686 Internship in Counselor Education, or Individual Counseling Practica (HCE 690/691/692) will not be accepted for graduation. The course may be repeated only once. 4. A student receiving more than two "C" grades, one “D” grade, or one “F” grade at any point of his/her program will be evaluated by the program faculty (see Evaluation and Withdrawal Policies). 5. Successful completion of the CPCE before enrollment in the Internship. 6. Completion of the program must be accomplished within six years. This time limit is interpreted to be the time in years between the date of matriculation and the date the last requirement is completed. Transfer credits are not considered in determining the time limitation. Substitutions and Waivers Graduate students may petition in writing to the Program Coordinator for substitutions and waivers. The student must assume responsibility for supplying all documentation which is relevant to the request. After receiving the student's written request, the Program Coordinator will consult with a faculty member in the student's area of study and review the evidence provided. This review will be presented to the program faculty for a decision. When the request involves a requirement established by the program faculty, the faculty vote is final. The student will be notified in writing of the decision.

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TK20 – Online Data Management System All undergraduate and graduate students who matriculate into an educator preparation program or pathway in USM summer 2013 or later are required to subscribe to the Tk20 online data management system. The $103 subscription allows students to use the system for assessment, advisement, field-experience and career portfolio management. For loan purposes, it will be eligible for consideration as part of costs. The subscription is a one-time payment and must be made by each student during the first semester of program or pathway matriculation (check with individual programs and pathways for specific subscription timelines). Subscription instructions are posted on the Office of Educator Preparation web site: http://usm.maine.edu/educatorpreparation The Office of Educator Preparation at USM will consider, on a limited basis, individual requests for financial support to assist in payment of this fee for students who have challenging and extenuating financial circumstances (e.g. unexpected medical expenses; a sudden unforeseen life event that causes a dire financial burden). To apply for a subsidy, complete the application form on the Office of Educator Preparation web site under Tk20 http://usm.maine.edu/educatorpreparation). Submit the application to Colleen Pleau in the Office of Educator Preparation (8 Bailey Hall) or via email cpleau@maine.edu. Thesis A master’s thesis is an available component of all graduate programs. The thesis is a delimited research project, of some originality, which seeks to make a contribution to the student's particular field. A master’s thesis is not required. Those students interested should contact the Program Office (207-780-5316) for information.

Three Year Schedule for Course Planning The program has developed a three year schedule to assist students in course planning. This schedule is available for viewing from the program website https://cms.usm.maine.edu/sites/default/files/counselor-education/3_year_plan_CE_2015-2018.pdf Time Limits A matriculated graduate student in counseling must complete the program and earn a degree within six (6) years of the date of matriculation. Exceptions must be submitted in writing and approved by the program faculty. If requirements for the master's degree are not completed within the time period specified, application for an exception must be made before the student is allowed to continue the work for the degree. Transfer Credits from Another University If the student has taken an equivalent graduate course at another school/college of university, and has passed the course with a grade of B or better, and has taken the course within the past three years, a request for transfer credit may be made. Students must submit an official grade transcript including the course(s) for which transfer credit is being requested and a detailed course description or syllabus to verify course equivalency to a HRD/HCE graduate course. Students may transfer in a maximum of 6 credits from another institution. Transfer from Similar Program at Another University A graduate student in a masters program in counseling at another university may transfer into our program bringing all of their credits, under the following conditions: 1. The program from which the student is transferring is a CACREP or CORE-approved program from an

accredited university. 2. The student is in good standing and comes with the recommendation of the program coordinator. 3. The student undergoes a successful interview process with our faculty. 4. The student would agree to take the final 21 hours and internship requirement in the counselor education program.

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Transfer between Specialty Areas within the Counselor Education Program Transfer from one specialty to another within the counselor education program is permissible only if re-application and admission is made to the specialty of interest during the regular admissions process. Multiple specialties are permissible upon consultation with one's advisor. USM Policy on Disposition of Written, Graded Material 1. Faculty members giving students any type of test, quiz, exam, research or other type of paper or any type of written proficiency exam which affects the student's final (cumulative) grade shall be required to: a. Return the written, graded material to the student within fifteen (15) days (including the day which the faculty member receives the material) in which the University has classes; or b. Hold the written, graded material for the period of thirty (30) days in which the University has classes. The material must be available for inspection by the students who did the work on the material. The day on which the material is due is included in the 30-day period.

2. In the case of final (end-of-semester) written, graded material, the instructor shall: a. Offer to mail the corrected (graded) material to the student provided the student supplies the instructor with a stamped, self-addressed envelope. Exams that are to be mailed must be postmarked within fifteen (15) calendar days of the last day of the semester. The day all classes and exams cease is the last day of the semester. This day shall be included in the 15-day mailing period. b. Instructors who do not wish to mail the graded material or who cannot return the material because of standardized testing shall make the graded material available for inspection by the student who did the work for a period no shorter than thirty (30) days into the next semester in which the University has classes. USM Storm Line In case of inclement weather, information on campus closing will be announced on local radio and television, as well as on the USM Storm Line at (207) 780-4800 or 780-5034 (TTY). If you have a cell phone, you can sign up for a text message to be delivered to your cell phone. In order to sign up, simply text the word “storm” to the following cellular number: 207-239-2880. NOTE: You must use the entire phone number including area code when sending the message. Within a few minutes you will receive a confirmation message that your phone has been subscribed to the Storm Line. In the event of a general campus (Portland or Gorham) closure, you will receive a text message announcement to your phone. In an effort to get this notice out quickly we have not cleared up the details with the Lewiston-Auburn Campus. If you have any problems with this service, please contact the USM HelpDesk at 780-4029. Writing Style All formal papers written for courses in the department are to be prepared according to the style presented in the Publication Manual of the American Psychological Association (6th ed.). This style manual is available in most libraries and in the USM Bookstores. Program faculty recommends that those admitted to the program purchase this Publication Manual, since it will be used in several courses throughout the masters program. All written papers in a graduate program are expected to be typed and double spaced, unless otherwise specified by individual course instructors.

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Attestation Form

While you are in USM’s counselor education program, you are considered to be acting as a professional counselor. This means that you are responsible for knowing of and abiding by the Code of Ethics of the American Counseling Association. The consequence for failure to comply with the ethical codes may be dismissal from the program. Before signing the statement below, please review the 2014 ACA Code of Ethics http://www.counseling.org/knowledge-center/ethics I reviewed the ACA code of ethics and understand that I am to conduct myself as an ethical counselor at all times during my master’s program. I am responsible for knowledge of and agree to abide by the ACA Code of Ethics. Please print name________________________________________________________ Signed_________________________________________________ Date____________________

Please return to:

Kerry Bertalan 8H Bailey Hall University of Southern Maine Gorham, ME 04038

Fax: (207) 780-5315

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UNIVERSITY OF SOUTHERN MAINE

Counselor Education Program 8 Bailey Hall

Gorham, ME 04038 (207) 780-5316

STUDENT ACKNOWLEDGEMENT OF RECEIPT OF

COUNSELOR EDUCATION HANDBOOK

By signing below, I acknowledge that I have received a copy of the Counselor Education Student Handbook. I understand that it is my responsibility to read and become familiar with all of the policies and procedures within the Student Handbook. I understand that if I have questions about the program, I will first consult the Student Handbook. If I cannot find an answer there, I will consult with my faculty advisor.

I will read and thoroughly familiarize myself with the Counselor Education Student Handbook so that I will not miss out on important information and timelines.

Student’s Signature Date Student’s Name (please print) Date 3/17 This handbook, including all forms, is available on the program’s website: http://www.usm.maine.edu/counselor-education

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